KPBSD Native Education Title VI Advisory Committee seeks parent, student, and staff 
members to serve
Are you interested in setting priorities to meet the unique educational and culturally related academic needs of our 1,200 Alaska Native and Native American students? Is encouraging or assisting our Alaska Native and Native American students to stay in school and pursue further education a value to you?
The Kenai Peninsula Borough School District Title VI (Indian Education), formerly known as Title VII, seeks parent, student, and staff advisory committee representatives. The qualities desirable in the members of the advisory committee are:
- Willingness to actively participate
- Involvement in community affairs
- Represent the interest of all children in the KPBSD who are eligible for Title VI
Committee members must commit to quarterly meetings, usually held at the KPBSD office building in Soldotna. Remote area representatives participate via Skype for Business.
Seats by Region
Parent Representative A parent is any person who on the date of election for Advisory Committee membership is the parent, acting local parent, legal guardian, or elder of a student currently eligible for Title VI and enrolled in KPBSD
- Seat A—Region 1 (Tyonek, Nikiski, Kenai)
- Seat B—Region 2 (Sterling, Soldotna)
- Seat C—Region 3 (Seward, Moose Pass, Cooper Landing, Hope)
Student Representative Any KPBSD Title VI enrolled student
- Seat G—At-large
- Seat H—At-large
Staff Representative Any KPBSD employee
- Seat I—At-large
The KPBSD Title VI Advisory Committee is a requirement of the federal government to receive Title VI funds and assists KPBSD in setting the priorities to meet the unique educational and culturally related academic needs of Alaska Native and Native American student population. The KPBSD Title VI Advisory Committee will also consider and make recommendations as to programs, projects, or other efforts specifically aimed at encouraging or assisting Alaska Native and Native American students to stay in school and pursue further education.
Nominations for membership are due by noon on September 19, 2017, and can be submitted by Region to Conrad Woodhead, KPBSD Native Education Coordinator, at cwoodhead@kpbsd.k12.ak.us. Questions? Please call 907-235-8671.
A Title VI Advisory Committee Meeting will take place September 20, 2017, from 3:00 – 4:30 p.m. in the Borough Assembly Chambers in Soldotna.
Links
- KPBSD Title VI Indian Education webpage
- Advisory Committee webpage
- Facebook: KPBSD Native Education Program
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News Release
Soldotna, September 8, 2017— Fetal Alcohol Spectrum Disorders (FASD) do affect KPBSD students, and September 9, 2017, marks international FASD awareness day. The KPBSD, together with our board of education, community agencies, and families recognize the challenges of FASD. We are working with and supporting our students and families, providing FASD education, awareness, and parent support groups. On September 1, 2017, Governor Walker proclaimed September 9, 2017 as Fetal Alcohol Spectrum Disorders Awareness Day in Alaska.
Public awareness
Learn about the danger of drinking alcohol during pregnancy and the plight of individuals and families who struggle with the impact of FASD challenges.
KPBSD focus
“Our goal is to understand and support our students with FASD, provide support for their families, and hopefully create enough awareness about FASD that we significantly alter the number of future students impacted with FASD,” said Clayton Holland, director of KPSBD pupil services. “It is estimated that 2-5% of the entire population of the United States is impacted by FASD. Alaska has taken the lead in recognizing this disability and doing proactive work in this area. The Kenai Peninsula Borough School District has a long term commitment to training our staff to work effectively with students impacted by FASD, providing preventive education to our students and the community, and providing support to the families and care providers of those with FASD. Our work has already resulted in a significant reduction in discipline across the district and we believe the long term outcome is a healthier community and state.”
Deb Evensen, FASD expert, said, “I am honored to be assisting KPBSD as they work toward their goal of more effectively supporting students with FASD, in every grade level and in every program. This work is a bold step for KPBSD who is leading the way to address this challenge. As we improve our understanding and support for those now living with FASD, we nurture the growing public awareness of what causes this disability, and help create the path to a future where FASD no longer exists.”
“FASD Awareness Day should be a time for all of us at KPBSD to consider the effects of this disorder and to learn how we can better support our students who have this disability,” said Sean Dusek, superintendent.
Saturday, September 9, 2017, KPBSD Fall FASD Family Potluck
All birth, foster, and adoptive families in KPBSD raising children with FASD are invited to come together for a picnic on International FASD Day, from 11:00 – 2:00, at Soldotna Creek Park. Families are asked to bring a potluck dish to share and table service for their family. This event marks the beginning of four FASD family support events for the year.
FASD projects in the KPBSD
- Beginning, intermediate, and advanced training on FASD available to all educators throughout the district
- Specific on-site consultations and assistance in the classroom regarding specific students
- A friendly support group for caregivers of children with a FASD diagnosis
- Work with health teachers to provide FASD information and awareness for all students
KPBSD parent education and support meetings
Several times throughout the 2017-2018 school year, an evening is scheduled for KPBSD caregivers for children with FASD to meet. The gatherings connect caregivers, and take place in Homer, Seward, and the central peninsula. We’ve learned that our parents experience relief and appreciation to be able to talk with each other in a group facilitated by an FASD expert. Call 907-714-8881 for additional details.
Links
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State, district, and school PEAKS results now online
Soldotna, September 1, 2017— The first year results of PEAKS, the online assessment for students in grades three through ten in English language arts and mathematics are now available online. KPBSD students continue to outperform state median scale scores in both English language arts and math.
“PEAKS is one part of the overall picture about how well our students and schools succeed,” said Sean Dusek, superintendent. “KPBSD focuses on continual improvement, creating lifelong learners, and believes the shift toward a greater emphasis on problem solving skills and critical thinking will make a significant, positive difference on all assessments that are implemented in our schools.”
Parents will receive individual student reports with English language arts and math results in mid-September. KPBSD will mail reports from the district office. It is important to remember:
- Student achievement has not declined
- What is expected of students, and measured, is different than in previous years
- These first PEAKS results are setting a new baseline to help educators understand where students stand on their path to success
- PEAKS results are only one data point. Multiple factors demonstrate student success and drive district decision making processes
A September 1, 2017, Department of Education and Early Development (DEED) press release states, “Alaska educators have been involved in determining student performance criteria on the PEAKS assessment. A group of 35 Alaska educators gathered in April to decide how much students should know and be able to do at each achievement level. In early June, 84 Alaska educators gathered to determine the range of scores for each of the four achievement levels.”
As teachers and students gain more experience in the new and more rigorous standards, PEAKS scores will rise. This has been true for other states which adopt higher standards.
- PEAKS is not a pass-fail test
- PEAKS scores do not affect course grades, graduation, or grade retention, but students will receive focused support to improve
- PEAKS, the AMP test and the SBAs are not comparable because they measure different standards, have different questions, and use different scoring
- Fewer students meet the new standards than used to meet the old standards; the new standards focus on higher order thinking skills and problem solving
Links
- 2017 PEAKS KPBSD summary English Language Arts
- 2017 PEAKS KPBSD summary Mathematics
- 2017 PEAKS KPBSD summary Science
- PEAKS assessment results for schools, districts, states: https://education.alaska.gov/tls/Assessments/Results/results2017.html
- Resources to understand PEAKS from the Alaska Department of Education and Early Development, http://education.alaska.gov/tls/Assessments/PEAKS.html
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Aug 17
28
Graduate Survey: How Did KPBSD Do?
News Release
KPBSD Classes of 2010 to 2017, How Did KPBSD Do?
To improve schools, KPBSD seeks graduate input from the Classes of 2010 through 2017.
A brief survey is open through September. Please assist the KPBSD to reach 4,978 graduates.
The alumni survey will help KPBSD understand how well students were prepared to meet goals for college and a career. KPBSD will use feedback to ensure that the district’s academic and career-focused programs provide the best possible preparation for graduates.
Survey link: http://surveys.hanoverresearch.com/s3/7fcac49f64dd or http://bit.ly/KPBSDGraduateSurvey
The graduate survey will be open through September 29, 2017.
This survey is being administered on behalf of the district by Hanover Research. Responses will remain anonymous, feedback is essential, and participation will improve the education experience for current and future students.
KPBSD partnered with Hanover Research to administer this survey. Hanover Research is an independent education research firm based in Washington, D.C., and is in no way affiliated with any other entity or organization. All responses will be kept completely anonymous, and no identifying information will be provided to the district. Similarly, grouped results will not be presented in a way that could potentially allow the identification of any specific respondents (e.g., faculty within a specific grade teaching a specific course).
Questions or difficulties with the survey? Contact Conor Kelly, Hanover Institute, ckelly@hanoverinsights.com.
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News Release
KPBSD welcomes Apple Bus Company
The first day of school is Tuesday, August 22, 2017*, and Apple Bus Company is in final preparations for the new school year.
Find new bus route and pickup and drop-off times
Apple Bus Company routes and times are now online and searchable via the Kenai Peninsula Bus infoFinder
Practice Run, Monday, August 21, 2017!
All Apple Bus Company buses will run their scheduled routes, in real time, stopping at all known stops, both in the morning and afternoon on Monday. Please do not think you have missed the first day of school, and your child has missed the bus! This is a full practice run, in real time, to finalize route timing and pickup and drop-off times.
Parent idea: On Monday, in conjunction with the Apple Bus bus practice, do your own practice run to determine how long it takes you to arrive at your bus stop, so on Tuesday, students are ready to step aboard a new year!
KPBSD bus questions?
Please call Apple Bus Company:
- Central peninsula area (Kasilof, Kenai, Nikiski, Soldotna, Sterling): 907.262.4900
- Southern peninsula area (Anchor Point, Ninilchik, Homer area): 907.235.0124
- Seward area: 907.224.3571
Links
- KPBSD transportation webpage
- Search for a bus route and time with Apple Bus infoFinder
- KPBSD transportation guidelines for students and parents
- KPBSD transportation guidelines for Special Education buses
- 2017-2018 school start and end times
Kenai Peninsula Borough School District
Contact: Pegge Erkeneff, Communications Liaison, communications@KPBSD.org
907.714.8888
*Variances – school begins:
- August 15, 2017: Kachemak-Selo; Razdolna; Voznesenka schools
- August 21, 2017: Nanwalek; Nikolaevsk; Port Graham schools
- August 22, 2017: all other KPBSD schools
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Creativity, Assessment, and Learning in a Small School Classrooms
August 3 – 4, 2017
Project GRAD Kenai Peninsula (PGKP) organized and partnered with KPBSD to present a two-day professional development training and conference at Land’s End Resort on August 3-4, 2017.
Due to travel costs and logistics, it is difficult for teachers in these rural schools to attend national conferences where progressive ideas and productive networking can advance instructional practice and provide relevant insights and strategies. Because PGKP is committed to providing quality instructional and academic support to the seven K-12 schools it serves, Jane Beck, Executive Director, began exploring the possibility of bringing educational leaders to Homer to speak directly with teachers, principals, and district administrators.
In July 2016, Myron Dueck, author of Grading Smarter Not Harder and Dave Burgess, author of Teach Like a Pirate agreed to visit Alaska to share ideas for accurate assessment, feedback, and creativity in the classroom. Fifty-seven participants gathered for two days of insights and laughter for new ideas to engage students in learning. Teachers left feeling invigorated and inspired to develop rapport with students, tap into their passions, step out of the traditional learning in rows, and create classrooms where students are excited about their education and who receive valuable feedback on what they understand, know, and can do. Funding was provided by a US Dept. of Education Alaska Native Education grant and US Dept. of Education GEAR UP grant as well as a partnership with KPBSD.
Story contributed by Jane Beck
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Kenai Peninsula Borough School District
Contact: Pegge Erkeneff, 907.714.8888
News Release
How to register for KPBSD Pre-Kindergarten Title I classes
Soldotna, August 8, 2017—Free pre-kindergarten classes at local schools for children who will be four years old by September 1, 2017, are open. To qualify, parents and guardians must contact their local area school, schedule a Pre-K assessment (dates below), and complete an application prior to the school screening appointment date.
Parent or guardian action steps
- Contact local attendance area school for times and testing locations. (See list of schools offering Pre-K sessions*)
- Complete a Pre-K Application—the school office in your attendance area will provide applications
- Return the application to your neighborhood school office during school hours
- Schedule your child’s assessment prior to the date for your neighborhood school screening. (Dates listed below)
- Children must be age 4 by September 1, 2017
- Title I KPBSD programs web link: Title 1 programs at KPBSD
* Screening dates for KPBSD Title I Elementary Schools offering Pre-K classes
Students qualify for Title I services based on academic need
- Central Peninsula Area, August 22, 2017, in the Borough Assembly Chambers, Soldotna
- Mountain View Elementary, 283-8600
- Nikiski North Star Elementary, 776-2600
- Redoubt Elementary, 260-4300
- Soldotna Elementary, 260-5100
- Sterling Elementary, 262-4944
- Tustumena Elementary, 260-1345
- Seward Elementary, 224-3356, August 23, 2017, at Seward Elementary
- Homer, Anchor Point, and Ninilchik: August 24, 2017, at Paul Banks Elementary
- Chapman Elementary, 235-8671
- Ninilchik School, 567-3301
- Paul Banks Elementary, 226-1801
- Voznesenka School, 235-8549
Title I programs are required to utilize effective, research based instruction, and must also provide evidence that students receiving Title I support are showing academic growth.
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Suggest or contribute a story online link: http://bit.ly/SuggestKPBSDstory
Please contact me with questions or connections to be made for your KPBSD district and school stories.
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Mrs. Stephanie Cronin, Seward High School
Educator of all levels of high school mathematics and Principles of Engineering
My role in the classroom is as a facilitator of learning. This role has changed throughout my twenty years as a teacher. From the days of overheads, and sage on the stage in which the teacher passes along information, students sit passively taking notes, then regurgitate for the unit exam, education has come a long way. The shift began with a need for differentiation. Students come to us with vastly different experiences, background knowledge, and abilities.
In order to help every student succeed, we need to determine the starting point for every student, and provide the scaffolding necessary for growth. It is my goal to tailor instruction to meet the individual needs of every student who walks through my door.
The advancement of technology has helped me to meet this challenge. Through technology, students have more choice as to when, where, and even how they learn. They have access to videos that cover the lesson and can watch them as many times as necessary for understanding. There are programs available like ALEKS, and Khan Academy that can determine if a student has any gaps in their learning and provide instruction to fill in the “holes”. Technology also allows for the opportunity for students to advance beyond the expected course outcomes.
Personalization of learning also happens in my classroom through peer teaching. When students in my class show proficiency on a topic, they are frequently paired with students who are struggling. This allows the proficient student to reach mastery through teaching others, while at the same time bringing the struggling student to a greater level of understanding.
What has not changed in my twenty years in public education is the need for relationships. I believe that building solid, trusting relationships with my students is the key to teaching, inspiring, and learning. My students know that I care about them, and their lives beyond the classroom. I care about their success and their future. I encourage every one of my students to believe in themselves, shoot for the stars, and to have the grit and determination to reach their goals.
Links
KPBSD Personalized Learning blog
KPBSD Personalized Learning FAQs
KPBSD Personalized Learning webpage
Posted in KPBSD District Stories Personalized Learning by .
Mrs. Meredith McCullough, Kenai Central High School
English Teacher
By the time I meet my students in high school, many believe their educational paths are set. This fixed view of learning creates unnecessary challenges and limitations that impact students for their entire lives, and is the reason I reevaluated my beliefs about teaching. The truth is this: my role as an educator is to teach students that they are capable of writing their own destinies and to help them discover tools which will benefit them long after they leave our school district. I turned to personalized learning and standards-based grading in my classroom because those strategies augmented my efficacy and gave my students greater control over their lives and learning, one of the key steps in becoming an adult.
Using standards-based grading in my classroom revealed a new world of student reflection and understanding. Students are capable of recognizing their own learning gaps and can therefore choose assignments which will either deepen their understanding of skills they possess, or allow them to self-remediate and practice those skills which require greater growth. As part of my grading system, students review their data and negotiate their grade in my class. To an outside observer, this looks like utter chaos. However, this process has allowed me to have honest conversations with students about their abilities, their goals, and how to continue to push their learning to the next level. It has resulted in more authentic learning. My students no longer care about what grade they received on an assignment; they are more concerned about what feedback they received. This shift in thinking is revolutionary, especially as students now regularly utilize that feedback in future iterations of their work.
Perhaps the greatest benefit of personalized learning and standards-based grading is increased student autonomy.
My students are eager, capable, and hungry to earn respect by proving themselves to the world.
Channeling this passion and energy is a continual challenge, but drives me to become a more effective educator. I refuse to allow students’ full potential to go untapped. Offering them choice, offering them opportunities to fail forward and to improve on their skills, offering them unconditional support and the unshakeable conviction that they can rise to their highest selves is my gospel. Student autonomy is paramount if a district intends to produce adults who will think critically and empathetically.
After eight years of teaching, I can state without reservation that our students do, and will continue to, rise to any challenge held for them. Trust and respect for our students and their personal learning journey is the future of education and one I am proud to be part of thanks to the support of the Kenai Peninsula Borough School District.
Links
KPBSD Personalized Learning blog
KPBSD Personalized Learning FAQs
KPBSD Personalized Learning webpage
Posted in KPBSD District Stories Personalized Learning by .
Ms. Sienna Griggs, Mountain View Elementary, 4th grade teacher explains,
I define personalized learning as the ability of a student to have self-directed choice in what and how he or she is going to learn; a sense of ownership over their education. While I am still learning about personalizing, I experimented with several elements of personalization in my classroom this past year.
Flexible Seating
Think Kaladi Brothers
I might always choose to sit in the comfy couch chairs because that’s where I usually prefer to drink my tea. However, a friend may enjoy sitting in the chairs next to the wall, as she likes an outlet for working on her computer while she sips her coffee. When my students were responsible for choosing their seating, it fostered a deeper sense of community in our classroom through sharing, taking care of supplies, and compromising. It also developed students’ skills in taking an active role in their learning on where they work best in the room, and when they need to make an informed change.
Station Rotations
Think soup and salad bar
The salad side is for choosing which toppings you want to go over your lettuce. The soup side is for ladling out the best soup choice according to what you prefer most. Both sides are for lunch, both sides are complimentary to one another, both feed you, and most likely you’ll visit both sides. We had four stations where students rotated through structured learning activities in small groups for both math and reading. Students were responsible for choosing which books they read, which activity would be best to support their level of understanding, and completing collaboration activities were provided to enhance learning and understanding. Their station information was up on a PowerPoint that ran on its own timing between slides, informing the students when it was time to switch stations. With different activities at each station, learning occurred alongside with exploration.
Adaptable Curriculum Pacing
Think treadmill
If a gym member steps on a treadmill in the middle of training for a marathon, their pace is most likely going to be quicker and they will probably run for many miles. Another gym member heads toward the treadmill for the first time in a few years. Both members’ experiences will be vastly different, but with the treadmill having adjustable speeds and incline both of these individuals have the ability to work hard and leave the gym feeling successful with their efforts.
Personalized Learning
Most of us, if not all, already differentiate beautifully in our classrooms. Differentiation, a teacher modifying material that is being taught and how students will learn it based on the unique needs of his or her class, has been extremely successful in meeting the needs of small groups of students. Before I learned about personalized learning, our classroom differentiated groups were centered around myself as the teacher; even though there was choice involved, I was still the only one responsible for what we were learning, and when, and how. In reaction to hearing about personalization, I wondered how this would work in the classroom and how I could personalize my students’ learning with myself in more of a guide position to support my students. With much help from others, I was able to use an online platform to build part of my math materials for this year. The learning curve was steep, and sometimes frustrating, but my students were helpful by providing feedback and catching mistakes I made.
I had a specific group of students working in a personalized learning method. Eighty percent of the students who were using the online platform met or exceeded yearly growth for math. Student reflections and feedback included statements such as, “I like working online because it lets me go at my own pace,” and “The program helps me be less distracted by other people and I can focus on my own work,” also “I don’t have to be worried about where other people are at.” I observed different students working at various parts of the math unit and utilizing tools and manipulatives that made sense to them as they worked through the lessons. My students also questioned the lessons, helped each other, and challenged one another’s thinking. Watching personalized learning unfold was really neat to experience.
Through personalized learning, I was able to integrate other programs and platforms to further exploration, learning, and real world connections. It wasn’t all smooth and perfect, but that’s where my learning as an educator comes in. This is only the beginning of my attempt to personalize my classroom, and I am already seeing the benefits through the students’ experiences and collaboration, assessment results, and direction that personalizing learning is taking both my students and myself.
Links
KPBSD Personalized Learning blog
KPBSD Personalized Learning FAQs
KPBSD Personalized Learning webpage
Posted in KPBSD District Stories Personalized Learning by .